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- Jennifer Sams
- Judy Pece
- Laura I. Hlinka
- Libbie Morley
- Patrick Berry
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- Sonia Kline
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I particularly enjoyed the “making of the video” sections of the article “Ubiquitous Writing and Learning.” For example, I have viewed Amber’s video, with Caliban, and while the video is very clear, it also helped me to understand her writing process a little more when I read her description of how she decided to incorporate this lovable beast into her video.
This idea of the writing process being spread out through our lives is very intriguing: how do I do this in my classroom? I guess I hope that my students, after they leave my watchful eyes, think about this writing task as they go about their daily lives. Some of them do, but not all. I know this because there are quite a few (or more than I’d like) who sit looking blankly at their paper during class, and never turn in the assignment.
I have noticed that some, but not all, are boys. Having just read Fletcher’s “Boy Writers,” I have some inkling now as to why this might be, but I don’t know how this can play out in my classroom.
I have recently learned myself how dependent the writing process is on your experiences. Before yesterday, I was dead-set on my idea for my literacy narrative video. I was going to video tape (with permission) children from the daycare I worked at. I was then going to tell my personal literacy narrative (from infancy to adulthood) via the video of the children. It was easy and straight forward. However, I wasn’t entirely happy with the idea. I thought it was too “surface” or “in the box”. I wanted to do something more creative, but I couldn’t come up with a grand metaphor. Jennifer said some insightful things about trash and a yard sale, Amber gave us her example of her pet, but I didn’t have anything. I didn’t have anything, until Sonia’s presentation and Janet’s interview. I kept talking about dance. (Here I go again…) I am at a writing project, Stephanie, I kept reminding myself, but it kept coming back. So, after much contemplation, I changed my whole concept and dove into putting this idea into words. I could tell that this “felt right” because I couldn’t wait to tell my story. I couldn’t wait to construct the video and have everything come together.
I also enjoyed reading the part of the article centered on the process of making the videos – particularly for the videos that I’d seen.
Yes, the dilemma of getting students to think in more broad terms about the writing process is extremely tricky, but very important.
I too have noticed that the phenomenon that you describe appears to be more prevalent in boys. I must try to fit in a reading of Fletcher’s “Boy Writers.” I’m interested to hear about your inklings.
Like Judy, I did enjoy reading about how the writing process unfolded for some of the participants. I’ve never really thought about the writing process except as a standardized layout for my students.
So now that I am starting to understand the idea that there is a process, even in the procrastination that i do, how can i effectively transpose this to my classroom? How can i get my writers to understand that they do indeed at 8 years old have a writing process. And they can use that writing process to create masterpieces not just another piece of writing.
So Judy when you figure out how you can do this in your classroom, please share, and if anything works in my room I’ll let you know as well:) Maybe your kids can be mentors to mine.
What struck me as I re-read “Ubiquitous” (we used it last summer as well) was how it fit Scott’s presentation. We could take that article, I think, and look at genre. The first page or so is such academic writing, so in the vein of the things I do not really read anymore. I found myself thinking about the conventions of that academic genre. Interestingly, though, when I got through the first section, I saw a shift from the kind of writing I expect in those theory-based writings into a more conversational, personal style I do not associate with the type of article it appears to be at first. (Note: If I were going to revise/edit this, I would change that last sentence. Too convoluted.)
Over all, I enjoy this article. I found that I could shift to the grad-school mentality, although the cogs are rusty. After I had them grinding along, though, I was able to shift gears to pull out what I think is the salient point: writing is not a restricted activity, but a pervasive one that happens on multiple levels in various venues.
I have to say that I really did want to stop reading when I started the piece. I am not a very technical so it started to loose me. However, I followed Steve’s advice and kept on reading. I have to say that I really liked the article. Reading the different examples of the videos was interesting, especially when I read Hannah’s piece. It was nice to see the reasoning behind that great video we saw yesterday.
I have to agree with Steve as well that this article does fit in with Scott’s presentation. It seems ultra relative to me because I constantly have to find new ways to try and get my students to find their own style of literacy. We are all different so why should we be surprised that our writing a writing processes are as individual as we are.
It’s always interesting for me to hear comments on this piece from people who haven’t seen the videos, as I think it changes the experience. I’m glad you got to see Hannah’s, but if you want to see a small (i.e. poor quality) version of my video, you can find it here: https://netfiles.uiuc.edu/abuck2/www/writing2.mov
In our reading group, we discussed how the intended audience must have had an impact on the word choices for the beginning paragraphs of the Ubiquitous chapter. I was thinking how written paragraphs in Spanish probably evoke similar feelings from my beginning students: some quit before starting to read because the big words/Spanish words are too scary; some skip the first part and go into the middle or end of the article/story to try to find something more comfortable or interesting or understandable; some buckle down and read and reread, relishing the challenge, trusting the effort is worth it, trusting themselves to be capable of the challenge. (Whoa. Long sentence. Too long.)
We were struck by the differences of our reactions to Hannah Lee’s writing process video compared to our reactions to her written summary of her video. It brought home the richness and potential impact of visual media. Yet there were details in her writing that I had missed when seeing the video. I’m glad we have both forms available.
I think when I do my process video it will be less metaphorical. I’m a KISS person, keeping it simple, stupid or smarty, depending on the situation or the personal opinions of the audience. Primarily, I don’t yet have the technical expertise. Notice the word ‘yet’! I’m also trying to think about everything we do in terms of how it relates to my students.
How often, if ever, do we allow them sufficient process writing time?
In terms of process ‘steps’, I can certainly relate to many of the parts of the process for each of the writers. (My brain thinks: Venn diagram, compare/contrast. Shut up, brain!) I don’t think you’ll see my son’s water frog in my video, though.
I will be honest, I was a little worried after I read the first page of this article. The language was heavy and much of the terminology unfamiliar (what the heck are “flat dynamic assemblages of actor-network theory”?). After a few reads and some note taking I got through it and came to realize that what the first page is really trying to say is that a lot more goes into writing than just sitting in front of a computer and typing. I particularly liked the idea that writing is not a “punctual event” but an “emergent flow” (2). Writing does not just happen spontaneously. It begins to form only after the writer has begun the slow process of pondering and idea gathering. After this, writing needs time to float around in our minds and develop. Once it begins to form then it can begin to emerge onto the paper.
This article really helped me to realize that there is no way to describe or tell someone how to write. It is too individual a process. I have no idea how anyone ever writes a “how-to writing book” and I’m really not sure if anyone should try. What is so difficult is realizing that this is exactly what some people expect from English teachers. They expect that they teach students exactly what to do in order to become a good writer (put a comma here in this situation but never here, add concrete details, use, quote this way, etc.). Teachers can guide but they cannot say “This is how you write”. I can see how this could be frustrating for students but teachers also need to find ways to take that frustration and make it liberating. Show students that discovering how to write is going to be more enjoyable and successful in the long run.
I’ve begun to mull over ideas for my video and what it really comes down to is that I have no idea what I’m going to do yet. In the article the title “Writing for the Eye” stood out to me. I have never thought of video making in this way and I plan to use this quote to inform my own filming process. Initially I wanted to sit down and free write, make lists, and plan out what my video will look like. This is exactly how I start a piece of writing. But then I realized that by doing this I would be taking my pen and paper writing process and superimposing over the filming process. I would like to find a way around this so that I am truly using the camera to do my writing (while still explaining the pen and paper type writing). I’m not sure how to accomplish this (or even if I’m making sense at this point). I’ll have to let you know if I figure it out!
“(what the heck are “flat dynamic assemblages of actor-network theory”?)”
You go girl!! I always wait until someone smarter that I am to be confused before I feel that it is ok for me to come out and say… What’s that mean? You lost me!!
To me, the Ubiquitous Writing and Learning article portrays examples of the literary process of those who have prioritized literacy as their calling. I was wondering what the videos would look like if made by those who haven’t studied the content as deeply. Could the process of making the video be as profound?
I am searching, but I think I am missing the bigger picture.
I too would be interested in seeing what videos would look like if made by an intentionally highly diverse cross-section of the population in the U.S. (or even across the world) — diverse in terms of age, education, socioeconomic status, religious background, dis/ability, etc. I believe the process of making the video could certainly be as profound — assuming that there is no one language or medium for expressing profundity.
After seeing YOUR amazing video rendition of a small slice of Bridgey’s story, I do not think you are missing any important part of the picture, not at all!
How can I sign up for a tutorial on using still images in my next video?
Thanks, Janet. I would be thrilled to show you what I discovered. Track me down on Monday. I am lucky to have an old version of iMovie, so look forward to playing around with the cool tricks Laura incorporated.